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LecturingHarmsLearninginUniversities1Runninghead:LecturingWillHarmLearninginUniversitiesLecturingHarmsLearninginUniversitiesAlickZhangID:201403011017College2NationalUniversityofDefenseTechnologyDr.HuihuiLiCollegeEnglish—Reading&WritingJune19,2015LecturingHarmsLearninginUniversities2LecturingHarmsLearninginUniversitiesLecturesaresocommoninuniversitiesallthetime.Andlecturesarealsothemajormeanstoteachinginmostuniversities.However,islecturingreallyagoodwaytoteachandlearn?Ifitis,whydosomanyuniversitiestrytodevelopdifferentteachingmethods?Asamatteroffact,moreandmorepeoplehavefoundtheshortcomingsoflecturing.Itseemsthatlecturingactuallyharmslearninginuniversities,becauseinlectures,teachersdobadlyinteachingwhilestudentsdobadlyinlearningandit’sdifficultforbothteachersandstudentstounderstandeachother.Inlectures,teachersusuallydoworseinteachingthantheydoinsmallclasses.Firstly,therearesomanystudentsinalecturethatit’salmostimpossibleforteacherstomakesurethatallthestudentsarelistening.Also,it’sdifficulttocheckwhetherthestudentslearnwhattheyshouldlearnfromthelecture.Thus,manyteachersevendon’ttakeanyeffortstosupervisetheirstudentsatall.Withoutteachers’supervision,studentsusuallycannotfocusthemselvesonthelecture.Danielspointsoutthatmanystudentsdon’tpreparebeforealectureaswhattheyaresupposedtodoastheprofessorgivesnoquizzesandasksnoquestions(para.7).Besides,teacherswillalsogetbored,iftheyfindtherearenotsomanystudentslisteningtothem.Asaconsequence,manyteachersdon’tdeliveralectureaswellastheycan.Someevenjustreadwhatbookssaywithoutanyextrathings,leavingoutvividexamplesordeepunderstandings.Then,studentswillgetmoreboredandpaylessattentiontoteachers.Therefore,aviciouscircleappears,whichwillproducemoreandmoreharmsinbothteachingandlearning.So,it’sclearenoughthatteachers’badperformanceinlecturesLecturingHarmsLearninginUniversities3willdirectlyharmstudents’learning.Asisindicatedintheaboveparagraph,studentsalsobehavebadlyinlectures.Studentisthemostimportantpartinlearningactivities,whichmeansonlywithstudents’goodperformanceinlearning,canlearningactivitiesbeefficient.Inlectures,therearetoomanystudentsforteacherstosuperviseasismentionedinpreviousparagraph.So,somelazystudentswilltrysomethingthatcanmakethemeasier,suchassleeping,playingmobilephones,readingmagazines,andsoon.Gradually,moreandmorestudentswillfindthatit’soktodothesethingsthatarecertainlymoreattractivethanthelectures.“Collegestudentsaredoodlingintheirnotebooksorgazingoffintospaceastheirinstructorlecturesforfiftyminutes”(Daniels,preview).It’simpossibleforastudenttolearnwellifheevendoesn’tlistentotheteacher.Inaddition,studentsarenotwillingtoaskquestions,sothattheygiveupapricelesschancetoknowwhattheydon’tknow.It’ssaidthateffectivelearningactivitiesneedallthestudentsinvolvedactively.Butinlectures,studentsjustdowhattheywantanddon’tgetinvolvedatall,whichisthemostterribleproblemthatlecturingbrings,andthat’salsohowlecturingharmslearning.Additionally,lecturingmakesitdifficultforteachersandstudentstoexchangetheirviewswitheachother.Inmanylectures,studentsdon’tknoweachother,andteachersdon’tknowstudents,either.Thisconditionbringssomedifficultiesforstudentstocommunicatewithotherssittingbythem.Afterlectures,teachersoftenleaveatonce,andstudentsalsoleaverespectively.So,ifsomeonethinkofsomeideasorgetabrainwave,it’sdifficultforhimorhertosharewithothers.Also,ifonegetLecturingHarmsLearninginUniversities4intotroubleinlearning,it’sdifficulttofindsomeoneforhelp.Overtime,therewillbemoreandmoreproblemscan’tbesolved,whichwillcertainlyharmone’slearning.Ontheotherhand,teachersarenotabletogetfeedbackfromstudents,sotheycan’tknowhowtheirstudentslearnandwhatamazingideastheirstudentshave.Danielssaysthatthebeginner’snaïvequestionmaytriggerafruitfullineofthought(para.12).Thelimitationincommunicationbetweenteachersandstudentslimitstheirthoughtinfact.Thisdoharmnotonlyinlearningbutalsointeachingandresearching.Bycontrast,“smallerclassesinwhichstudentsarerequiredtoinvolvethemselvesindiscussionputanendtostudents’passivity”(Daniels,para.14).Insmallerclassesorsomeotherformsofgroupdiscussionsviewscanbeexchangedadequately,that’swhytheyaremoreefficient.Inthisaspect,lecturing’sharminlearningisquiteenormous.Today’slecturesystemharmslearninginuniversitiesbadly,andchangeshavetobetake.Learningmakeshumans’progress.Butwithoutefficientlearningmethodshumansmaystepback.Lecturinghasitsadvantages,whileitsharmisnowworrying.Effortsshouldbetakentodecreasetheproportionoflectures,andadoptsomebettermeanstoteachingandlearning.LecturingHarmsLearninginUniversities5ReferencesDaniels,D.(2014).Collegelectures:Isanybodylistening?Collegewritingskillswithreadings.9thed.J.Langan.Beijing:ForeignLanguageTeachingandResearchPress,pp.607-610.